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Measuring Student Growth in the Instrumental Music Classroom
Dr. Phillip M. Hash
Illinois State University
Normal, Illinois
www.pmhmusic.weebly.com
Wednesday, July 11, 2018
ISU Band Director Workshop
Purpose
• Assessing student growth in school band and orchestra programs• Basic principles
• Definitions
• Performance Assessments
• Traditional Pencil/Paper Assessments
• Insuring Integrity of the Process
• Current Practices in Michigan
IL School Code on Evaluation (part 50)• Growth = at least 30% of eval score (after 2 yrs. implementation)
• Two or more assessments to determine student growth aligned to school improvement goals.
• Types of Assessments: (I) – standardized; (II) – district wide; (III) – teacher/school specific
• Includes: teacher-created, textbook publishers, work samples/portfolios, measures of student performance
• Specify growth expectations and how growth is calculated (data analysis)
• Must include at least one type I or II, and at least one type III unless• A district joint committee on evaluation can allow two type III for a particular classification of
teachers (e.g., music, PE, etc.)
• Interval of Instruction could be one year to the next
• Evaluation rating related to number of students meeting growth expectation
Basic Principles• Assessment = Art of the Possible
• Growth vs. Achievement
• Should NOT Dominate• What do you already do?
• Meaningful & Useful vs. “Hoops”
• Individual Student Progress
• Skills & Concepts vs. “the piece”
• Not necessarily for a Grade
• Administrators want music educators to lead their process
Assessment Terms• Reliability = Consistency
• Test/retest
• Interrater
• Validity = the extent to which an assessment measures what it intends• [Connect w/ IL Music Standards]
• Authentic Assessment = Demonstrate knowledge and skills in real-world context (e.g., performance)
• Psychometric = Pencil & paper test
Performance Assessment
Rubrics [examples in handout]• Assessment Tool Containing:
• Categories or Dimensions of Performance
• Multiple Levels of Achievement
• Descriptors for each level of each category
• Advantages• Improves reliability
• Informs student & teacher
• Focuses attention on whole performance
• Combine dim. scores into summative total
• OK to measure only a few categories
Analytic RubricBeginning Wind Instrument Performance Rubric
CATEGORY Well Developed (4) Developing (3) Emerging (2) Undeveloped (1)
Note
Accuracy
All notes are correct
A few note errors Several note errors Many note errors
Articulation
Student begins all
notes w/ “too” (vs.
air attacks) and
blows with
continuous air
Student usually
begins notes w/
“too” (vs. air
attacks) and/or
usually blows with
continuous air
Student sometimes
begins notes w/
“too” (vs. air
attacks) and/or
sometimes blows
with continuous air
Student rarely/never
begins notes with
“too” and
rarely/never blows
with continuous air
Rhythm The beat is always
steady, and all notes
values are correct
The beat is usually
steady, and/or a few
note values are
incorrect
The beat is
sometimes steady,
and/or several note
values are incorrect
The beat is
rarely/never steady,
and/or many note
values are incorrect
Total ____/12
Additive Rubric
• (Point awarded for each aspect of a dimension that is demonstrated)
Holistic Rubric (overall performance)
• OK to underline statements that apply and score using a decimal.
Wind Instrument Rubric Based on: Pennsbury School District
Fallsington, Pennsylvania
Instructor may use decimals (e.g., 4.5) to indicate aspects of multiple
descriptors.
5 – Student plays with clear and supported tone, steady
beat, correct pitches, rhythm, articulation, and perhaps
an isolated error.
4 – Student plays with mostly clear and supported tone,
steady beat, correct pitches, rhythm, and articulation,
but perhaps a few errors.
3 – Student plays with sometimes clear and supported
tone, inconsistent beat, and several mistakes in pitches,
rhythm, or articulation.
2 – Student plays with developing tone, unsteady beat,
and many mistakes in pitches, rhythm, and/or fingering
a particular note, and/or articulation.
1 – Student plays with underdeveloped tone, many
stops and starts, mostly incorrect pitches and rhythm,
seems very unsure of fingerings, and/or does not
articulate.
Creating a Rubric
• Determine Categories – between 3-5
• Write descriptors for different levels of proficiency (1-4 or 5) [Analytic]
• Short paragraph (2-4 sentences)
• Top (far left) describes the very best
• Bottom (far right) describes unacceptable
• 2-3 levels in between
• Constructive labels (excellent/needs work, Pro to novice, etc.) [see handout]
• Be prepared to pilot test & revise!!
• http://rubistar.4teachers.org/index.php
Rubistarhttp://rubistar.4teachers.org/
•Create rubrics using existing templates & descriptors
• Search other teachers’ rubrics for samples• Edit to fit your needs
• Free
Using the Rubric
• Distribute ahead of time• Self/Peer evaluation
• Be clear as to how the rubric will be used• Formative/Pretest/Ungraded
• Summative/Posttest/Graded
• Mastery Learning – Do it until it is of a high level
SmartMusic©
• Interactive practice and assessment tool
• Extensive Library
• Create, send, and grade assignments
• Students record performance and submit the grade (%), assessment screenshot, and recording.
• Correct notes and rhythms in green/ incorrect in red
• Accuracy of notes and rhythms only
• Most objective
• Educator = $40; Per Student = $4-$12
www.vocaroo.com
• Record or Upload (e.g. from smart phone)
• Very easy!
• Archived up to 5 months
• Sends link to an email address
• Download as .WAV or Mp3
• Useful for performance tests
• Rec function better for strings & WWs
Resources
Wendy Barden (Kjos) Paul Kimpton (GIA)
RCMDP Syllabi Components (10-11 levels)https://www.rcmusic.com/
• Progressive Curriculum for all instruments
• Repertoire (a & b lists)
• Technical Req. (scales, arpeggios)
• Ear Training• Intervals
• Clapback
• playback
• Sight reading
• Theory & History Tests are available
• Adapt as needed
Contest Ratings [Group Measure]
Contest Ratings: Advantages/Disadvantages
Advantages
• Third party assessment -Credibility
• Focuses on a major aspect of ensemble curr.
• Final ratings are likely reliable over time
• ISBE Type I Assessment(?)
Disadvantages
• Narrow: 3 pieces & sight reading at one point in time
• Ceiling effect
• Subject to outside influences
• Role of Contest?
Ratings Growth Example
Hypothetical Contest Ratings for One Ensemble over a Three-year Period
Judge 1 Judge 2 Judge 3Sight-
ReadingAverage
Annual
Increasea Final
Year 1 II III II II 2.25 - 2
Year 2 II II I II 1.75 22% 2
Year 3 I II I I 1.25 29% 1
Note: aTotal increase from year 1 to year 3 = 44%.
Solo/Ensemble Contest Ratings [Type I Assessment]
• Consider requiring S/E participation• Perhaps only two consecutive
grade levels (e.g., 6-7; 9-10)
• Need time to work w/ students
• Other considerations (e.g., $)
• Solos, duets, trios
• Use ABC grading chart (handout) or FJH (online) to standardize grade levels. OK to use ½ grades.
• Growth expectation• > grade/same rating
• Same grade/> rating
• > grade/one rating lower
• Wholistic, authentic assessment
Psychometric Tests[Refer to HS Orchestra Example & “Strategic Testing” article in Handout]
Uses•Theory
•History
•Listen
•Analyze
•Describe
•Evaluate
Psychometric TestsEimer (2007) [See sample HS orch. exam in handout]
• Goal = Test Clarity & Reduced Anxiety
• Give study guide
• Same basic format and scoring for every test
• Reasonable length
• No clues w/in the test
• Test important information/concepts
• Avoid T/F• Unreliable
• Matching• Only facts
• No more than 10 per set
• Same type/topic for each set
• Let student know how many times to use an answer
Multiple Choice
• Incomplete sentence (stem) w/ clear answer & 2-3 distractors
• Match grammar b/w stem & choices
• Choices alpha/numerical
• Stem longer than choices
• Avoid all/none of the above, a & c, etc.
11. ______ “Spring” from Vivaldi’s Four Seasons is
a. an early example of program music.
b. based on sonnets by a famous poet.
c. scored for strings, winds, and percussion.
12. ______ A classical symphony generally has movements arranged
a. fast-minuet-slow-fast.
b. fast-slow-minuet-fast.
c. fast-slow-slow-fast.
13. ______ Orchestral music of the classical era typically features
a. clear, symmetrical phrases.
b. polyphonic texture.
c. the brass section.
Psychometric Tests
• Essay & Short Answer• NOT for factual info
• Make connections, use higher order thinking skills, evaluate understanding
• Make expectation clear in question
• Grade w/ wholistic rubric
• [See HS Orchestra Example]• Notate & Respond
Insuring Integrity
• Demonstrate validity & reliability
• Demonstrate connection b/w state standards and assessments
• Explain/demonstrate process for creating, administering, & grading
• Archive recordings & other student work
